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PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Published by Universitas Negeri Makassar
ISSN : 14120003     EISSN : 30895790     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
PERFORMANCE Journal of English Education and Literature is a peer-reviewed journal, published by English Department, Faculty of Language and Literature, State University of Makassar. Authors and researchers are encouraged to submit complete unpublished works or research findings, which are not under review in any other journals. The scopes of the journal include but are certainly not limited to the following interests: English teaching, English linguistics, Literature written in English, English sociolinguistics, English psycholinguistics, English Antropolinguistics, Translation studies in English, English phonology, English morphology, English semantics, English syntax, and other related areas. The journal is published in both printed and online versions. The online version is free to access and download.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 229 Documents
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EFL TEACHERS' SCAFFOLDING BEHAVIOR IN TEACHING ENGLISH USING COOPERATIVE LEARNING AT SMP NEGERI 40 MAKASSAR Raisah Adiela; La Sunra; Amra Ariyani3 Ariyani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89089

Abstract

This study aims to describe the scaffolding behavior of EFL teachers in teaching English through cooperative learning at SMP Negeri 40 Makassar, and to identify the challenges they face. A descriptive qualitative design was employed. Two English teachers, referred to as Teacher A and Teacher S, were selected through purposive sampling on the criteria of at least two years' teaching experience and the regular use of cooperative learning. Data were collected through four non-participant classroom observations of eighty minutes each, using a checklist based on Wood, Bruner, and Ross's (1976) six scaffolding functions, and through semi-structured interviews with each teacher. The data were analyzed using Miles, Huberman, and Saldaña's (2014) interactive model. The findings show that both teachers performed all six scaffolding functions, which operated as an integrated whole rather than as separate techniques. The two teachers realized the same functions through different means: Teacher A worked through staged worksheets, guiding questions, and task segmentation, while Teacher S worked through direct facilitation, physical demonstration, and a gradual release of responsibility. Emotional support emerged as a substantial part of both teachers' practice, indicating that in EFL classrooms affective support works alongside cognitive support. Cooperative learning did not produce collaboration automatically; the teachers scaffolded students into it before, during, and after group work. The main challenges reported were limited time, judging when to withdraw support, accommodating different levels of ability, and engaging passive students.Keywords: scaffolding behavior; cooperative learning; EFL teaching; teacher behavior
SEMIOTIC ROLAND BARTHES ANALYSIS OF WOMAN REPRESENTATION IN MAIN CHARACTER IN ENOLA HOLMES (2020) MOVIE Fela Ayu Amiren Lihawa; Yunitari Mustikawati; Fitriyani Fitriyani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89085

Abstract

This study explains how women are represented through the main character, Enola Holmes. The subject of this study is the film Enola Holmes, which was released in 2020. The researcher used qualitative research methods and Roland Barthes’ semiotic theory, namely denotation, connotation, and myth, during data collection and presentation. Data collection was carried out by analyzing several scenes in the film related to the main focus of this study. The main focus of this study is to analyze visual signs in the film that show Enola’s independence and courage, as well as the influence of Enola’s character on Victorian-era myths. Data presentation was carried out after finding 10 data that became the findings of this study, which include denotation, connotation, and myth. The findings indicate that Enola Holmes offers a new perspective on women in the Victorian era, demonstrating that not all Victorian women were passive and weak, but women could also fight and dare to fight to gain freedom for themselves. The findings of this study can be reviewed as a reference for further research to increase knowledge in semiotic studies, especially Roland Barthes' semiotics. Keywords: Woman Representation, Enola Holmes, Victorian Era, Semiotics, Roland Barthes
LOVE, LOSS, AND LONGING ACROSS POETIC TRADITIONS: A TEXTUAL COMPARISON BETWEEN WESTERN AND EASTERN POETRY Hikmah Wardani; Iskandar Sulaiman; Fitriyani Fitriyani
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89090

Abstract

This study analyzes the representation of love, loss, and longing in Edgar Allan Poe's "Annabel Lee" and Bai Juyi's "The Song of Everlasting Sorrow" through a comparative literature approach. David Damrosch is used to compare the two poems as works that transcend cultural and historical boundaries. This study uses qualitative methods with a comparative literary analysis approach to the textual elements of both poems. The results show that both poems demonstrate that love, loss, and longing are universal human experiences, but they are represented through different poetic strategies and cultural values. Poe presents personal and romantic emotional expressions, while Bai Juyi connects them to broader historical and social contexts. Keywords: Love, Loss, Longing, Comparative Literature
RADICAL FEMINISM IN “BARBIE THE MOVIE (2023)” BY GRETA GERWIG Tsabitah Az-Zahra Syawaluddin; Sahril Nur; Yunitari Mustikawati
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89086

Abstract

This study examines the representation of radical feminism in Barbie the Movie (2023) directed by Greta Gerwig using Mackay's (2015) theory of radical feminism. The research focuses on how the film represents the major principles of radical feminism and challenges common misconceptions surrounding the movement. Using a qualitative textual analysis, this study analyzes dialogues, character interactions, visual representations, and narrative elements in the film. The findings reveal that Barbie the Movie represents the four major principles of radical feminism: the existence of patriarchy, women-only spaces, male violence against women, and the rejection of women's objectification. The film also challenges common misconceptions by demonstrating that radical feminism critiques patriarchal systems rather than men, presents women-only spaces as forms of political solidarity rather than anti-male exclusion, rejects the belief that all men are inherently violent, and shows that radical feminism does not oppose femininity itself. This study contributes to feminist film studies by providing a deeper understanding of how contemporary popular cinema represents radical feminist ideas and addresses public misconceptions about the movement. Keywords: Barbie the Movie (2023), radical feminism, Mackay, Misconceptions.
TEACHING DESCRIPTIVE TEXT IN AN INDONESIAN EFL CONTEXT: TEACHER STRATEGIES AND CLASSROOM CHALLENGES Dhiya Salsabila; Munir Munir; Chaerul Fadlan Saud
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89091

Abstract

This study aimed to explore the strategies used by an English teacher in teaching descriptive text and the challenges encountered during their implementation at SMA IT Al-Ishlah Maros. Employing a descriptive qualitative design, the study involved one English teacher selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using Miles and Huberman’s interactive model. The findings revealed that the teacher integrated the Genre-Based Approach (GBA) and Discovery Learning, supported by modeling, scaffolding, collaborative learning, and visual media to facilitate students’ understanding of descriptive text. Despite these strategies, the teacher encountered several challenges, including students’ low motivation, limited vocabulary, grammatical difficulties, mixed-ability classrooms, and limited instructional time. The study concludes that integrating structured and student-centered approaches can effectively support the teaching of descriptive text while highlighting the importance of teachers’ pedagogical flexibility in responding to diverse classroom needs. The findings provide practical insights for English teachers seeking to improve descriptive writing instruction in similar EFL contexts.Keywords: Descriptive text, Discovery Learning, Genre-Based Approach, Teacher Strategies, Writing instruction.
NECROMANCY AND THE CRISIS OF RENAISSANCE SUBJECTIVITY IN DOCTOR FAUSTUS: SELF-FASHIONING, SPIRITUAL ANXIETY, AND THE LIMITS OF HUMAN ASPIRATION Muhd. Mustafizur Rahman
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89082

Abstract

This thesis focuses on necromancy and crisis of Renaissance subjectivity in the play, Doctor Faustus by Christopher Marlowe. The intellectual conflicts of the Renaissance that Faustus is seeking forbidden knowledge mirror the greater religious conflicts of the Renaissance as the humanist ambitions started seeking space in theology. In this analysis, in which we read necromancy as both a dramatic topos and cultural talk, we are able to demonstrate how Faustus becomes symbolic of a figure who is ambivalent between the sweeping self-fashioning and spiritual apprehension. His agreement with Mephistopheles serves as the paradox of Renaissance individuality, when he wishes to go beyond the limits of humanity, he ends up in the loop of self-destruction. Based on interdisciplinary knowledge in theology, history of science and early modern cultural studies, the thesis contends that the play of Marlowe dramatizes the instability of the Renaissance self at the border between the medieval determinism and the modern autonomy. In this perspective, doctor Faustus turns out to be not just a morality tragedy, but a deep inquiry into the psychological and ideological crisis that lies at the center of the early modern identity. Keywords: Renaissance, Subjectivity, Necromancy, Magic,Power, Pride,  Ambition,    Humanism
KAHOOT! AS AN ALTERNATIVE ASSESSMENT IN ELT: TEACHER PERCEPTION Aminullah Ismail; Munir Munir; Ryan Rayhana Sofyan
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89087

Abstract

This study aimed to investigate teachers' perceptions of the use of Kahoot as an alternative assessment in English language teaching and to explore the challenges encountered during its implementation. This study employed a descriptive qualitative research design involving two English teachers at CORE English School, Makassar. The data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings revealed that the teachers had positive perceptions of Kahoot as an alternative assessment, reflected in the cognitive, affective, and conative aspects. Cognitively, the teachers perceived Kahoot as an interactive learning medium and an assessment tool that supports formative assessment. Affectively, they expressed positive attitudes because Kahoot enhanced students' engagement, motivation, and enthusiasm during the learning process. Conatively, they consistently integrated Kahoot into their assessment practices while adapting its use to learning objectives and students' needs. The study also identified several challenges, including unstable internet connectivity, limited availability of digital devices, and limitations in assessing productive language skills. Overall, Kahoot was perceived as an effective alternative assessment that supports formative assessment, promotes students' engagement, and complements assessment practices in English language teaching.Keywords: alternative assessment, English language teaching, Kahoot!, teacher perception.
ARTIFICIAL INTELLIGENCE IN ACADEMIC WRITING INSTRUCTION: A GROUNDED EXPLORATION OF TEACHER AND STUDENT EXPERIENCES IN BANGLADESH Md. Nazmul Haque; Mst. Tazma Zahan Toma; Mst. Jhoti Akter; Samira Jainab
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89279

Abstract

Artificial Intelligence (AI) is increasingly shaping academic writing instruction in Bangladeshi higher education, particularly for English as a Foreign Language (EFL) learners. AI tools provide immediate feedback and personalized guidance, helping students overcome linguistic barriers and challenges posed by overcrowded classrooms. This study investigates the perceptions and experiences of both educators and students regarding AI integration in writing instruction. Using a mixed-methods approach, data were collected through semi-structured surveys and document analysis involving approximately 70-75 undergraduate students and 10-12 English language instructors from selected colleges and universities in Bangladesh. Findings reveal that ChatGPT is the most widely used tool, followed by Grammarly and QuillBot. Students and teachers employ these platforms for idea generation, grammar correction, vocabulary building, and improving clarity in writing. While participants acknowledge the benefits of AI in enhancing writing skills and supporting learners with language difficulties, they also express concerns about plagiarism, ethical uncertainty, and the risk of overreliance, which may weaken creativity and critical thinking. Moreover, the absence of institutional policies and teacher training programs limits effective and responsible use of AI. The study highlights the need for clear guidelines and professional development to ensure that AI tools are integrated ethically and constructively. Ultimately, AI should complement traditional pedagogy, fostering student growth rather than replacing essential writing practices.Keywords: Artificial Intelligence; Academic Writing Instruction; EFL; Grounded Theory; Higher Education
NECROMANCY AND THE CRISIS OF RENAISSANCE SUBJECTIVITY IN DOCTOR FAUSTUS: SELF-FASHIONING, SPIRITUAL ANXIETY, AND THE LIMITS OF HUMAN ASPIRATION Muhd. Mustafizur Rahman
PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 5, No 3: August (2026) Performance: Journal of English Education and Literature
Publisher : State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/performance.v5i3.89498

Abstract

This study examines necromancy and the crisis of Renaissance subjectivity in Christopher Marlowe’s Doctor Faustus. It argues that Faustus’s pursuit of forbidden knowledge reflects the broader intellectual and religious tensions of the Renaissance, particularly the growing conflict between humanist aspirations and traditional theological authority. By approaching necromancy as both a dramatic topos and a form of cultural discourse, the study presents Faustus as an ambivalent figure caught between the desire for self-fashioning and the fear of spiritual damnation. His pact with Mephistopheles embodies a central paradox of Renaissance individuality: in seeking to transcend the limitations of human existence and achieve unprecedented autonomy, Faustus ultimately moves toward self-destruction. Drawing on interdisciplinary perspectives from theology, the history of science, and early modern cultural studies, this study contends that Marlowe’s play dramatizes the instability of the Renaissance self at the intersection of medieval religious determinism and emerging notions of individual autonomy. From this perspective, Doctor Faustus is not merely a morality tragedy but a profound exploration of the psychological, theological, and ideological tensions underlying the formation of early modern identity.Keywords: Renaissance, Subjectivity, Necromancy, Magic, Power, Pride, Ambition, Humanism

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